




































 

 

57 | P a g e  

 

 

PSYCHOLOGICAL ASPECTS OF TEACHING AND LEARNING OF 

SCIENCE AND MATHEMATICS COURES 

 

BY 

EZE HYACINTH OSONDU 

Dept. Of psychology education 

Enugu State College of Education (Technical), Enugu 

 

Abstract 

Within the last decades, Teaching and Learning process has become a recurrent and very 

important theme, not only in psychological and educational literature, but also in allied 

disciplines. Its implications seems to derive from the rapid increase of awareness about 

teaching and learning and from the interent lapses and threats to the progress of 

academics in our society. This paper examines the concepts and factors that affects it and 

suggests some strategies for its improvement.  

Keywords: Psychological, Aspects, Teaching, Learning, Science, Mathematics.  

 

INTRODUCTION  

Educators and psychologists from the dawn of history have been pre-occupied by the 

problems of teaching and learning process. The situation in Nigeria and Some other 

developing countries has deteriorated. The issue has therefore picked the attention of 

diverse groups and individuals particularly those saddled with the responsibility for the 

education. No wonder educationists persistently engage in a lot of activities in search of 

ways to improve the teaching and learning process. Some even struggle to postulate 

principals and methods as a means of making teaching and learning process better. Others 

even go to the extent of experimentation to demonstrate a better way of teaching and 

learning, science and mathematics.  

 

The absurdity in these search is that the use of one approach/methods generates more 

needs and questions. This is probably why educationists search for better Teaching and 

learning of Science and Mathematics seen unending and sometimes circular. At times the 

discovery of method may even elicit more problems and hence more depressed the users 

will be. An array of reasons can be advanced for the problems that teaching and learning 

science and mathematics encounter.  

 

The Concept of Teaching Learning  

There are words used daily that are sometimes vague, when conceptualized. The 

interesting things about such words is that users generally pretend or pose that know the 

meaning of such words. Some of such words are “Teaching and Learning” The two words 

usually go together. There would be no teaching without a learner; and learning occurs 

as a result of teaching. Scheffler, (1995) view Teaching as an activity undertaken in an 



 

 

58 | P a g e  

 

 

attempt to get someone to learn something. Teaching is aimed as learning to occur; but 

whether learning has taken place during teaching is the crux to the matter. The question 

is – How could Teaching enhance Learning? How successful has teaching made learning 

process possible? According to Scheffler “Whether success is attained depends on factors 

outside one’s trying. It is these factors that we are interested to discuss. 

 

Learning on the other hands may be more difficult to conceptualize than one could teach 

someone and have him to learn but when we say that someone has learned, one may be 

disturbed here; by the “parroting” sense of learning. Okoye. (1983) saw leaning as a 

relatively permanent change in behaviour arising for experience. This learning involves 

acquiring skill; simple or complex, dispositions, propensities, habits, an attitudes, 

information concepts and theories, appreciation and understanding. Some of these 

concepts and though: other are learned through experience.  

 

Psychological Aspects of Teaching and Learning Science and Mathematics  

Many people have abused or lost the process of teaching and learning as a result of some 

insurmountable obstacles blocking the processes. Some of the Psychological aspects that 

blocks teaching of science & mathematics include the following:  

(1)  Fact-to-face promotive interaction. 

(2)  Yesterday’s Teachers’ and Teaching Condition. 

(3)  Dysfunctional lives of students.  

(4)  The use of extrinsic rewards.   

All the above attributes affects teaching and learning of science and mathematics 

course.  

 

Face-To-Face Promotive Interaction 

Many research studies including Mager’s, (1962) have found that teachers teach much 

better when concept are clearly stated to themselves. The providion of interactions 

between teachers and learners enhances better teaching and learning process. Eze (1996) 

states that poor student-teacher contact hinders the teaching and learning of science and 

technology subjects. This could be useful if the teachers ensure that all the students 

interact, not only with student but also the teacher, and the teaching tasks. The students 

should be encouraged by teachers to dicuss what they are learning, get explanation on 

how to sole a given problem. The teachers have to provide assistance, support and 

encouragement. There should be a conducive working relationship in a given class 

environment; without which no learning can take place.  

 

Yesterday’s Teachers  

One major psychological aspect of teaching and learning process is that most teachers 

are people of the past four decades, who must have lost the trend of the happenings in 

the society. Most teachers are overwhelmed by differences in their students and them, 



 

 

59 | P a g e  

 

 

that they desperately need help. The problem is that yesterday’s teachers are teaching 

today’s students. The tremendous mismatch between the context for which the teachers 

were prepared and have taught in for much of their career and that of realities today’s 

classroom has been under estimated. The language mismatch also affects teaching and 

learning science and mathematics.  

 

The teaching condition according to Babalola, (1983) teaching and learning must be non-

disruptive for the teacher and the learner. A disruptive atmosphere in terms of age 

differences distracts everybody’s attention thereby affecting the Teaching and Learning 

process. The atmosphere should be non threading due to age disparity. Humanistic 

theorists of learning have likened learning situation to therapeutic environment both 

situation require a relaxed mind for optimum benefit. An atmosphere in which fear rather 

than curiosity rules the learners’ minds limits the teaching and learning process.  

 

Discourage Dysfunctional Lives of Students 

Equal to the cultural and language differences of today’s student show other 

manifestations of changes with teachers to cope. These includes continuous attachment 

to their lack of interest in science and mathematics, reading, imbalance between the need 

for education and societal expectation. The students are members of the society where 

education has been relegated to the background, that money and deviant behaviour reign. 

According to Brooks and Kanu, (19740 it is most obvious that there is an increase in 

indiscipline, and beohaviour problems and a rise in students negative self-concept such 

as lack of meaningful goal in life, blurred goal; unrealistically high and apparently 

unattainable goal set for oneself or imposed by friends, parents and significant orders. 

The quest for getting rich syndrome also has contributed to the deviant behaviours of 

living of the students. Other dysfunctional lives includes; theft, truancy, immorality, 

prostitution, alcoholic abuse, cheating and other vices.  

 

THE USE OF EXTRINSIC REWARDS  

Systematic use of reinforcement can improve both classroom conduct and rate of 

teaching and learning. (Chance, 1992) states that since the discovery of rewards; there 

has been argument for and against reinforcement thought not all forms of reinforcement 

are considered detrimental. A distinction is made between reinforcement, involving 

intrinsic reinforcers – or rewards as they are often called reinforcement involving 

extrinsic rewards. Only extrinsic rewards are said to be harmful.  

 

Extrinsic rewards comes from an outside source, such as a teacher. Though not a better 

acceptable reinforce, it is the most ubiquitous. Extrinsic reward (and one of the most 

effective) is praise, can be implied in teaching and learning process. The teacher can 

reinforce behaviour by saying “good”, “right”, “correct” or “excellent” when the desired 

behaviour occurs (accurate response). Other good extrinsic rewards involve non-verbal 



 

 

60 | P a g e  

 

 

behaviour such as smile; winks; thumbs-up sign; hugs; congratulatory hand-shakes; pats 

on the back or applause.  

To use this type of reinforce the teacher should apply reward contingency. There are 

three types of reward contingencies:  

(1) Task-contingent reward. This is a reward (reinforcement) given to a student for 

the mere fact that he/she participated in task performance without regard awarded 

to the standard.  

(2) Performance contingent rewards. These are rewards awarded when a child 

achieve a certain standard of performance.  

(3) Success contingent rewards. These are rewards given for good performance or 

either success or progress towards a goal.  

According to Kappan, (1972) these rewards do not have negative effects; in fact, they 

typically increase interest in the reward activity. The danger of extrinsic reward is not 

the reward itself, but the problem is on its application and period of application. Extrinsic 

reward motivates teaching and learning, just like other reinforcement contingents.  

 

Remedies/Conclusion:  

To increase better teaching and learning of science and mathematics courses, educators 

and training educators and the society should view psychological aspects of teaching and 

learning as a disturbing issue, and seek for ways of assisting, instead of criticizing and 

condemning the process outright. This humanistic approach is mostly likely to improve 

the teaching and learning.  

1. The relative non-interaction and master subordinate relationship should be 

reduced and interactive method of teaching and learning be used.  

2. The home, and the school have vital roles to play to minimize and control 

dysfunctional ways of lives of students. Parents should assume full responsibility 

for the support needed by the students. Truancy and cheating has been found by 

various studies in Nigeria as some of the dysfunctional behaviour of students 

(Okoye 1983). This could be viewed as a warning to parents that encourage 

truancy by sending their children to sell or buy things during school hours. It has 

been further found that involvement in contemporary race for material wealth and 

social prestige has unwittingly alienated parents from their children (Onyehalu, 

1981). Thus most students are denied of adequate social values that are proper for 

better learning adjustment. 

With respect to the school system these days lack the materials and the teachers 

are of the yesterdays, infrastructures and equipment to train the students 

(dynamic) of today is lacking. The teachers also need proper training to meet with 

the demand of today’s students.  

3. They, (the students) deserve to be given every opportunity to demonstrate their 

other talents, and creative outlet.  



 

 

61 | P a g e  

 

 

Besides, Kuaraceus (1966) has identified the school as the agency with the widest 

range of practical opportunities for contact with students.  

4. He therefore asserts that the school should join all others, community, youth, and 

family agencies in co-ordinated effort to identify study and treat the 

dysfunctioning lives of students.  

5. In the concerted effort to Improve and enhance teaching and learning of science 

and mathematics, etc. the teachers should exploit the hidden treasures of extrinsic 

reward. Many studies have accepted that rewards; reinforcement increase the 

probability to repeat a behaviour (Bandura A.B 1965b). In addition efforts should 

be made to accommodate and integrate the three reward contingencies in teaching 

and learning process.  

 

Finally, Students ought to be seen as people that are to take after the adults and as such 

all efforts should be geared towards how to improve their ability and capability to learn. 

The dominant adult society should give leeways to the students and encourage only 

acceptable manifest behaviour and out rightly condemne dysfunctional lives of students. 

The need for new training of teachers in psychological aspects of teaching is equally 

necessary; this could be done through workshops, seminars etc. this may be hard to start 

but with little efforts it could be achieved. Each school could utilize internal human 

resources to train teachers in psychological aspects of teaching and learning.  

 

 

REFERENCES 

Babalola, B.A. (1983) Seven ways to Make Classroom Instruction more Effective. 

Psychology for Everyday. Living. A Nigerian Journal of Applied Psychology.  

Bandura. A. (1965b). Influence of Model’s Reinforcement Contingencies on The 

Acquisition of Imitative Responses. J. Pers Social Psychology 

Brooks. D.R.& Kam. E.M. (1994) 0 Education Digest. American School Board, Journal.  

(3) 2 150-156 

Eze H.O. (1996) Hinderance to Effective Teaching and Learning of Science and 

Technology Subject Edited In Science and Technology in a depressed economy 

(1) 1 

Eze H.O. (1994) Sex Difference in Discipline Control Measure. Unpublished Seminar 

Work.  

Kappan. D. (1992) Community Education American School Board Journal. (7) 1 13-16.  

Rances. W.c (1966) Anxious Youth Dynamics of delinquency. Columbus: Ohio Merril.  

Magers. A (1962) Preparing objectives for instruction Belmour. Cail Ferron.  

Onyehalu. A S (1981) Identify Crivs in Adolescence. Journal of Applied Psychology 16 

(63). 629-69  

Scheffeler. S (19650) the Condition of Knowledge Glenview: Illinois Scot: Forcman    


